Graham Maxwell Consulting
Graham’s contributions have ranged from preschool to postgraduate, across all sectors of education and training, for various boards, agencies, authorities and associations, in local, state, national and international contexts. Recent research and consultancies have concerned educational assessment, moderation and standards in schools and universities, with a focus on improving student learning.
REASONS I’M A MEMBER OF THE TEAM:
Over 40 years research, teaching and consulting on educational assessment; specialist on school-based assessment, teacher judgment, assessment standards and moderation; currently Senior Research Fellow on a project funded by the Australian Research Council on improving student learning through the use of assessment data (Principal Investigators J.J. Cumming and C. Wyatt-Smith).
TITLE OF PRESENTATION
Prioritising Important Learning: Implications for Assessment
What we assess should match what we want students to learn. But what do we want students to learn? Research on the brain, cognition and key (21st century) competencies suggests that we need to re-imagine the aims of schooling. This implies redesign of our assessments. How we assess is as important as what we assess because assessment shapes learning as well as revealing it.
Research on the brain shows the ‘learnability’ of all brains, the importance of knowledge structures, and the interrelationship of knowing and feeling. Research on cognition shows the importance of various cognitive and meta-cognitive strategies. Research on key competences highlights a range of capabilities needed for success in the ‘knowledge economy.’
This presentation will offer a synthesis of this research under the headings of knowledge, cognitive strategies, meta-cognitive strategies and attributes. Implications and challenges for their assessment will be considered along with some examples of emerging practice.
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